GIS pedagogy, web-based learning and student achievement

Andrew M. Clark, Janice Monk, Stephen Yool

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

The authors evaluate impacts of web-based learning (WBL) for a geographic information system (GIS) course in which self-paced interactive learning modules replaced lectures to prepare students for GIS laboratory activities. They compare student laboratory, mid-term, final exam and overall scores before and after introduction of WBL, analyzing for gender differences in performance. Laboratory scores improved significantly for both males and females, though course grades did not change significantly overall for either group. Gender results show females performing better than males with either method. Most students were receptive to WBL. Future research is needed to understand what combination of graphics and text is most useful to students.

Original languageEnglish (US)
Pages (from-to)225-239
Number of pages15
JournalJournal of Geography in Higher Education
Volume31
Issue number2
DOIs
StatePublished - May 2007

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information system
student
learning
gender
gender-specific factors
pedagogy
geographic information system
performance
laboratory
Group

Keywords

  • Gender
  • GIS
  • Web-based Learning

ASJC Scopus subject areas

  • Education
  • Geography, Planning and Development

Cite this

GIS pedagogy, web-based learning and student achievement. / Clark, Andrew M.; Monk, Janice; Yool, Stephen.

In: Journal of Geography in Higher Education, Vol. 31, No. 2, 05.2007, p. 225-239.

Research output: Contribution to journalArticle

Clark, Andrew M. ; Monk, Janice ; Yool, Stephen. / GIS pedagogy, web-based learning and student achievement. In: Journal of Geography in Higher Education. 2007 ; Vol. 31, No. 2. pp. 225-239.
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